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Blog posts of '2016' 'July'

Rio 2016 Olympics - Cambridge Scholars Publishing 27 July 2016

This month we are celebrating the 31st Summer Olympic Games, taking place in Rio de Janeiro from the 5th to 21st August. More than 10,500 athletes are expected to compete across 28 different sports in the first summer Olympics to be held in South America. The 2016 Paralympic Games occurs shortly after the Olympics, from 7th to 18th September.

Despite the controversies surrounding Rio 2016, the games are a much-loved event all over the world. 900 million people tuned in for the London 2012 opening ceremony and the last Olympics had a potential global reach of 4.8 billion people.

To celebrate the Olympic Games, we are offering our readers a 50% discount on 3 of our best-selling titles on the Olympics and sport. To find out more about each title, click on the image.

Current Issues in Contemporary Sport Development is the result of the debate and discussion at the European Sport Development Network’s (ESDN) annual conference in 2014. ESDN’s vision is to help create an environment where sports policies, programmes and practices are positively influenced by innovative, research-informed insight and collaborations between academics and practitioners. The chapters in this book closely reflect the remit and purpose of the ESDN in that they come from a variety of academics and sport practitioners. Under a broad theme of ‘Opportunity through sport’, the chapters reflect the nature and breadth of outcomes which are possible through active participation in sport. The contributions to this book touch upon many of these issues. They are all written from the perspective of either academic researchers or applied practitioners working in sport development in line with the aims of ESDN of providing a common forum to bring together research and practice. These contributions will be useful for scholars, students and practitioners alike.

Olympism, Olympic Education and Learning Legacies is largely a collection of the papers presented at the symposium Olympism, Olympic Education and Learning Legacies, organised by the Comité Internationale Pierre de Coubertin (CIPC). It was held during the London 2012 Olympic and Paralympic Games at Canterbury Christ Church University in Kent, United Kingdom. The symposium drew together presenters and audience members from twenty-five nations on four continents to discuss current and future challenges of education and the Olympic Movement. While most books on the Olympics focus on economic issues or on aspects related to the management of the Games (such as legacies and impacts), this book remains faithful to Coubertin’s original vision about youth, sport and education. Olympism as a philosophical and educational idea is analysed in particular detail. Coubertin’s thoughts play a central role in many of the contributions of leading academics in the field, while historical perspectives unveil new insights.

The increasing potency of identity politics across Europe often sees sport acting as a vehicle for the promotion and celebration of regional and sub-national identities, but the links between sports media and regional identity have received little attention. This seems a curious oversight, because the links between sport and region frequently become a celebration of the local and the distinctive, emblematic of community and continuity. Sport, Media and Regional Identity explores that sense of the counter-hegemonic, where sport is celebrated by a media often keen to promote notions of difference, which might verge on rebellion in some contexts, conceived as resisting global homogeneity or national hegemony. At other times, they may merely reflect a commercial nose for the local audience’s tastes, but there is always the sense of preserving something important, a celebration of the diversity that makes us human. This book considers the centrality and cultural significance of particular sports, or clubs, to regional and sub-national identities across Europe and beyond, adopting a comparative approach to the mediatized nature of such portrayals.

To redeem your discount, please enter the promotional code OLYMPICS16 during checkout. Please note that this is a time-limited offer that will expire on 31st August 2016.

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Book of the Month - August 2016 27 July 2016

Our August Book of the Month is Cultural Violence in the Classroom: Peace, Conflict and Education in Israel by Katerina Standish.

In identity-based conflicts, what a person learns can become whom a person learns to hate. This book explores the unique position occupied by educators during protracted ethnic conflict. As transmitters of social authority, educators occupy a position in society capable of supporting repressive constructs or challenging social inequalities. Educators who are seen to legitimize the social order may be seen as symbolic markers of the dominant group, while educators who challenge the social order can be perceived as upstarts or threats that seek to subvert social authority. By surveying the perceptions, perspectives, experiences and opinions of Israeli tertiary teachers, this book explores the positionality of educators as agents who wield “both an instrument for oppression and a tool for liberation” (Alzaroo and Hunt 2003, 165). Peace education is a platform to achieve a global culture of peace by recognizing and delegitimizing violence. Using future visioning, this book considers that a primary obstruction to achieving peace is the ability to conceive of peace and asks three questions: do university educators challenge conflict narratives in the classroom? What obstacles exist to prevent educating for peace in Israel? How do educators imagine the future?

To find out more, please click here to read a sample extract and contents page. 

We are offering all of our readers a generous 60% discount on this best-selling title. To redeem your discount, please enter the promotional code BOMAUG16 during checkout. Please note that this is a time-limited offer that will expire on 31st August 2016.

Please see below for highlights of the praise this book has been receiving:

“This book is completely innovative and original. The subject matter regards the enormous intellectual and moral challenge that preoccupies educators who are agents of socialization, and the book successfully presents their coping efforts. It unfolds the way Israeli educators in universities reconcile narratives propagated by the formal institutions of the state of Israel, the context of the Israeli-Palestinian conflict, the situation in Israel and their personal views and values. The book elaborates on many fundamental concepts that are needed in order to grasp the complexity of any intractable conflict.”

—Professor Daniel Bar-Tal, Branco Weiss Professor of Research in Child Development and Education, School of Education, Tel Aviv University

“In this book, Dr Katerina Standish provides a sophisticated, insightful, and pragmatic analysis of how tertiary educators in Israeli universities view and teach issues surrounding the Israeli-Palestinian conflict and its peaceful transformation. Her innovative findings are suggestive of the importance of talking to educators in divided societies about the significance of creative peacemaking strategies needed to promote peaceful coexistence among groups locked in protracted ethnopolitical conflicts. Her rich qualitative interviews provide a comprehensive understanding of existing political, economic, and cultural hurdles challenging the prospects of forging conflict transformation and peacebuilding among and between both communities. The book makes an important contribution to the field of peace education.”

—Sean Byrne, Professor of Peace and Conflict Studies, Director of the Arthur V. Mauro Centre for Peace and Justice, St. Paul’s College, University of Manitoba

“Dr Standish’s work provides a very original approach. She deals with the reality of both the difficulties and the desirability of beginning ‘the critical process of reconciliation early, one student at a time.’ This book is valuable for peace educators, conflict resolution theorist and practitioners, as well as researchers, working on sensitive and controversial topics and in arenas experiencing protracted conflict.”

—Dr Heather Devere, Director of Practice, National Centre for Peace and Conflict Studies, University of Otago

“Dr Katerina Standish’s topic is a very important one; her highly objective approach to a complex issue brings together a snapshot of the fears and perspectives of a number of teachers, and intersects them with a number of theoretical paradigms. Her research has been thorough, and she has pulled together the insights which that research has revealed into a competent and convincing presentation.”

—Donald Grayston, PhD, Director, Institute for the Humanities (2001-04), Simon Fraser University

Cultural Violence in the Classroom: Peace, Conflict and Education in Israel is one of the most exciting manuscripts I have read recently. This book provides a lens for not only the exploration of the Israeli/Palestinian conflict, but also the impact of conflict narratives, the role of educators in cultural change, and the possibilities for peace education. Because Dr Standish has a style that is engaging and accessible, a platform is created for insightful exploration into the complexity of intractable struggles with entrenched oppositional narratives. […] This book has value as a resource for scholars, educators, practitioners, and students. An approachable examination of the role of conflict narratives in protracted ethnic conflict is provided along with exploration of teaching as a venue for challenging conflict narratives and their role in maintaining the oppositional nature of ethnic conflict. As a scholar and teacher working at the intersection of culture, identity, and conflict, I find this to be a text that will support my work on many levels. It is a resource I will use in classes [and] as a base for my scholarship in multiple ways.”

—Cathryne L. Schmitz, MSW, PhD, Professor and Chair, Department of Peace and Conflict Studies, University of North Carolina at Greensboro

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Featured Review: Oscar Wilde’s Elegant Republic 27 July 2016

At Cambridge Scholars, we are very proud that many of our authors and their publications are critically acclaimed by eminent scholars in their respective fields. We put our authors at the centre of everything we do, and this month we would like to take this opportunity to highlight a particularly noteworthy review.

This month, we are delighted to showcase Peter Dunwoodie’s review of David Charles Rose’s title Oscar Wilde's Elegant Republic: Transformation, Dislocation and Fantasy in fin-de-siècle Paris. Peter is Emeritus Professor of French Literature at Goldsmiths, University of London, and praised David’s title for its elucidation of Oscar Wilde’s Parisian environment.

"Oscar Wilde's multiple visits to Paris are well known ... but for many readers, what is less clear is what Paris was all about - reality and cliches or literary fantasies don't always go well together. In Oscar Wilde's Elegant Republic, David Charles Rose looks to remedy this by proposing a socio-cultural cartography drawn from three main areas: transformation, dislocation and fantasy. His stated purpose is to 'influence our understanding of both Wilde’s creativity and his social position' (175), and this book makes it possible to better grasp the many facets of his environment and to better understand the relevance of the famous contrast between the work and the life of a genius."

–Peter Dunwoodie, Rue des Beaux Arts

To find out more about Oscar Wilde's Elegant Republic: Transformation, Dislocation and Fantasy in fin-de-siècle Paris, click here. To read Peter’s review in full, click here.

We are always very happy to hear from authors with reviews of their titles and have published an ever-increasing number of reviews on our website. Being well-reviewed is a strong selling point for any book, and at Cambridge Scholars we have a number of ways in which we can help authors and editors to this end.

In the first instance, following publication our dedicated Reviews Editor will contact individuals and publications from our wide-ranging list of contacts. We have up to 20 review copies to send directly to any interested scholars or publications as standard. We appreciate that our authors have specialist knowledge in their subject areas, and we always welcome suggestions of potential reviewers both during and after publication.

For more information on the post-publication process, please visit our dedicated Post-Publication page by clicking here or email

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Meet our Authors: Raymond Angelo Belliotti – July 2016 13 July 2016

Raymond Angelo Belliotti is SUNY Distinguished Teaching Professor of Philosophy at the State University of New York at Fredonia. He received his undergraduate degree from Union College in 1970, and served for three years in military intelligence units during the Vietnam War. Upon his discharge, he enrolled at the University of Miami where he earned his Master of Arts in 1976 and his doctorate in 1977. He also earned a juris doctorate from Harvard Law School in 1982.

He has been the recipient of the SUNY Chancellor's Award for Excellence in Teaching, the William T. Hagan Young Scholar/Artist Award, the Kasling Lecture Award for Excellence in Research and Scholarship, and the SUNY Foundation Research & Scholarship Recognition Award.

Under Cambridge Scholars Publishing, Raymond has authored Why Philosophy Matters: 20 Lessons on Living Large, which demonstrates that philosophy matters to everyday living and that people who ignore the enduring, fundamental questions of life thereby unwittingly relinquish part of their humanity.

Raymond explains his reasons for publishing with Cambridge Scholars Publishing:

I have published 20 books with 13 different publishers. My experience with Cambridge Scholars Publishing ranks among the best. They streamline the publishing process, avoid all unnecessary conflicts, and promptly and effectively respond to all enquiries. Cambridge Scholars were always receptive to my suggestions regarding format and cover design. They view the publishing process as a collaborative venture. In my judgement, Cambridge Scholars are a refreshing, innovative organisation that merits the attention and consideration of future authors.

As part of the Meet our Authors campaign, we are offering our readers a 50% discount on Why Philosophy Matters: 20 Lessons on Living Large. To redeem your discount, please enter the promotional code MOAJUL16 during checkout. Please note that this is a time-limited offer that will expire on 15th August 2016.

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Meet our Authors: Cindy Lane – July 2016 13 July 2016

Cindy Lane received her PhD in History from the University of Western Australia and is now an independent scholar. She has published a number of conference papers, journal articles and book chapters expanding on her examination of travel writing as a form of historical investigation in both Australian and British studies. Her research interests include Australian, British and European history, imperial and colonial history, and social and cultural belonging.

Under Cambridge Scholars Publishing, Cindy has authored Myths and Memories: (Re)viewing Colonial Western Australia through Travellers’ Imaginings, 1850-1914, which is centred on the research undertaken to complete her doctoral thesis.

Cindy explains why she chose to publish her thesis with Cambridge Scholars and describes the experience:

Having had a book chapter included in an attractive collection of papers published previously by Cambridge Scholars titled ‘New Voices, New Visions’ I was more than willing to approach them with my PhD thesis. At a time when cynical traditional academic publishers discredit many so called ‘vanity’ presses, Cambridge Scholars is a guiding light of optimism, encouragement, and confidence in the value of scholarly inquiry, writing, and exchange. From initial proposal submission to final delivery of my manuscript, Cambridge Scholars was a pleasure to work with due to the editors, design and production team’s responsiveness, generous support, and personal engagement. Academic publishing is typically a painstaking process, however from the time I sent in my manuscript, the editors at Cambridge Scholars responded quickly and respectfully. Their swift and efficient processes ensured timely publication: the turnaround between initial impulse and final product was well under six months, an achievement realised without sacrificing quality or scholarly rigour. Communication was frequent, easy, open, and produced results. The editing was a cooperative endeavour to produce a clear scholarly work. An exchange of collegial and collaborative correspondence with the design and production teams guaranteed that we were all pleased with the final handsome result. From the design of the front cover to the manner in which images were displayed in the text there was creative interaction resulting in the best possible presentation. It was an all-round pleasant experience with Cambridge Scholars.”

As part of the Meet our Authors campaign, we are offering our readers a 50% discount on Myths and Memories: (Re)viewing Colonial Western Australia through Travellers’ Imaginings, 1850-1914. To redeem your discount, please enter the promotional code MOAJUL16 during checkout. Please note that this is a time-limited offer that will expire on 15th August 2016.

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